Phonological Awareness and Phonics Teaching

Phonological Awareness and Phonics Teaching 國立台灣師範大學英語系李櫻

一、前言 • 兒童學習語言的最大優勢在於語音聽辨能力敏銳 • 因此兒童英語的啟蒙首重語音能力的培養

英語採拼音文字系統，各語詞中字母代表的是音素(phoneme) ，因此“音素知覺”(phonemic awareness)對書面語言能力的培養極為重要 • 兒童若能建構“音素知覺”(phonemic awareness) ，進而逐步導向語音和字母的連結，則對於單字的拼讀、句子和篇章的閱讀能力培養，均極有幫助。

二、傳統phonics教學的幾個問題 • 偏重字母與單音的對應 • 忽略聽音能力的培養 • 假設兒童已能聽辨音素(phoneme)之間的差別 • 假設兒童已知單字和句子是由單音串連而成 • 忽略英語單字以外的語音特質，如語調、節奏、重音、停頓等現象 • 假設由單音組成單音的學習較為容易 • 假設兒童可自行習得字母拼讀以外的語音特性 • 忽略閱讀過程牽涉單字拼讀以外的能力 (例如詞組的辨識、句子的結構層次和關聯性等)

英語的「音素知覺」(phonemic awareness)為何需要訓練、培養? • 何謂音素知覺? 知道口說語言是由語音所組成的音串 • 國內兒童學習phonics時對英語語音系統尚未熟悉，且缺乏音素概念 • 相關研究指出，約25%來自英語為母語的中產階級家庭之小一學生不具備音素知覺，而文化資源背景較差的學童比例更高。這些孩子在日後的閱讀學習上顯著落後 • (Adams (1990),Beginning to Read: Thinking and Learning about Print)

因素知覺的掌握有何困難? • 語言的輸入和輸出通常都是整體的語句而單獨的語音，而溝通的焦點也語意的傳達為重，對於個別的語音單位不易掌握 • 對兒童而言，較難察覺單字或語句中有更小的語音單位存在，也不易察覺這些語音單位可以獨立劃分 (existence and separability of the phonemes)

必須具備不同音素之間的辨認能力 • 例如 bat pat, bat bet, sheep ship, late let • 同一音素在不同情境中可能有不同發音 • 例如 trainten ,lasttime, pen pumpkin

因此，在建立字母和語音的連結之前，確實有必要培養兒童的聽音能力和音素知覺因此，在建立字母和語音的連結之前，確實有必要培養兒童的聽音能力和音素知覺 • 但音素知覺如何培養?

三、聽音遊戲與音素知覺的建構 • Phonemic Awareness in Young Children • A Classroom Curriculumby Marilyn J. Adams Barbara R. Foorman Ingvar Lundberg Terri Beeler

採取由上而下(top-down) 方式，從傾聽聲音、分辨聲音、辨識聲音來源和順序開始 • 近次引入語音辨識，由語句到單字、單字中的語音組合等，確認能聽到其中的語音單位 • 確立聽音辨音能力和音素知覺後，再引入字母和拼字的層面，進行拼讀能力的練習 • 從聽音能力的訓練過程中，同時訓練整體的語音能力，如節奏、語調、重音、停頓等

課程大綱: • 1. Listening Games • 2. Rhyming • 3. Words and Sentences • 4. Awareness of Syllables • 5. Initial and Final Sounds • 6. Phonemes • 7. Introducing Letters and Spelling

1. Listening Games: • Listening to Sounds • Listening to Sequences of Sounds • Jacob, Where Are You? • Hiding the Alarm Clock • Who Says What? • Whisper Your Name • Nonsense • Whispering Game • Do You Remember?

2. Rhyming: • Poetry, Songs, and Jingles • Rhyme Stories • Emphasizing Rhyme Through Movement • Word Rhyming • Can You Rhyme? • The Ship is Loaded with … • Action Rhymes • Rhyme Book

Some examples: Cat-hat dog-? Mouse-house rat-? A cat wearing a ____ (hat). A mouse that lives in a _____ (house). A sheep that is sound _____ (asleep). A bee with a hive in the _____ (tree). Did you ever see a (bear) in a (chair)? Did you ever see a (bear) in a (chair)? No, I never, no, I never, no, I never, no I never. No, I never saw a (bear) in a chair.

The ship is loaded with cheese. • (peas, fleas, trees, bees, keys, etc.) • Action rhyme: (字根) • barking-parking • frying-crying • looking-cooking • cutting-shutting

3. Words and Sentences: • Introducing the Idea of Sentences • Introducing the Idea of a Word • Hearing Words in Sentences • Exercises with Short and Long Words • Words in Context and Out

Long and short words: bee – butterfly car – automobile elephant – cat tree – flower • Words in context and out: • This little piggy went to the market.

4. Awareness of Syllables: • Clapping Names • Take One Thing from the Box • The King’/Queen’s Successor • Listening first, Looking After

Clapping names: Bippity, Bippity Bumble Bee, Tell me what your name shall be. (“Clap it!” “Whisper it!” “Silent!”)

5. Initial and Final Sounds: • Guess Who • Different Words, Same Initial Phonemes • Finding Things: Initial Phonemes • I’m thinking of Something • Word Pairs: Take a Sound Away (Analysis) • Add a sound (Synthesis) • Different Words, Same Final Phoneme • Finding Things: Final Phonemes

Finding things: initial phonemes • Identify the name and initial phoneme of each picture • Sort the pictures according to the initial phonemes f-f-f-f-ish, f-f-f-f, fish • Word pairs: Add a sound • f-f-f-f….ox, fox • m-m-m-m…ice, mice • chin-in, mask-ask, Sam-am, fair-air, mat-at, fox-ox

6. Phonemes: • Two –Sound Words • Basic Three-Sound Words • Consonant Blends: Adding and Subtracting Initial Sounds • Consonant Blends: Inserting and Removing Internal Sounds • Building Four-Sound Words • Guess a Word • Troll Talk II: Phonemes

Consonant Blends: Adding and Subtracting Initial Sounds • lay… play …lay…play…lay…play • row - grow • no – snow • low -blow • way -sway • sigh – sky- sly-spy…

7. Introducing Letters and Spelling • Guess Who: Introducing Sounds and Letters • Picture Names: Initial Sounds and Letters • I’m Thinking of Something: Initial Sounds and Letters • Picture Names: Final Sounds and Letters • Picture Search: Initial or Final Consonants • Introduction to How Words Are Spelled: Add a letter • Swap a Letter • Sounding Words

四、從聽音遊戲、字母拼讀到篇章閱讀 • 「由上而下」vs.「由下而上」的閱讀策略 (top-downvs. bottom-up) -整體性訊息理解應優先於故事細節掌握 • 語調、重音、節奏、斷句與句法及篇章關係密切 -語言的音韻節律常透露語用訊息 -重音、語調、停頓等有助於句法的習得 • 聽音遊戲由整體語言的傾聽著手，從句子和韻文故事的練習，建立語音知覺的同時，同時掌握跨越單字範圍的語音現象，有利於語調、重音、節奏、斷句的習得

歌謠韻文舉例: I’m a little teapot, short and stout. Here’s my handle,here’s my spout. When the tea is ready, hear me shout. Pick me up and pour me out! 重音、語調、停頓等常反映詞組結構關係: Close your eyes and open your ears. It’s time for a story.

語調節奏重音常透露語用訊息: • The Wishing Well • A mouse once found a wishing well. • “Now all of my wishes can come true!” she cried. • She threw a penny into the well and made a wish. “OUCH!” said the wishing well.

The next day the mouse came back to the well. She threw a penny into the well and made a wish. “OUCH!” said the well.

The next day the mouse came back again. She threw a penny into the well. “I wish this well would not say ouch,” she said. • “OUCH!” said the well. “That hurts.” • “What shall I do?” cried the mouse. “My wishes will never ever come true this way.”

五、結語 • 兒童音素知覺是培養英語閱讀能力的基礎 • 音素知覺的建構必須從聽音、辨音的訓練開始，讓孩子真正聽到語音、感受語音的存在、排列、組合成字、詞和語句 • 音素知覺確立之後，字母和語音之間的連結和單字拼讀均較易掌握， • 在聲音遊戲過程中，可同時習得英語的節奏、語調、重音等超音段的語音特質，進而帶入閱讀中詞組結構和篇章語用意義的掌握

讓我們從有趣的聲音遊戲中 啟動孩子對音素的感知掌握字母拼讀的基礎引領他們順利進入英語閱讀的天地! Thank you!

Phonological Awareness and Phonics Teaching